The English Universities, Volume 1

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Contents

Ejection and then fierce persecution of Protestants
291
her persecution of Dissenters effects of the war with Spain
294
Elizabeth a Patroness of Learning
300
Miscellaneous notices of Endowments to encourage Learning
302
Bodleian Library
303
Cambridge Libraries
305
Revenues of the Universities and Colleges
306
The Universities are made essentially PROTESTANT
307
Courtfavour showered on the Universities Royal Visits
308
Elevation of the Universities both in rank and in wealth
310
Efforts to assimilate the academic population to the morale of the Court
312
Cambridge takes the lead of Oxford in all improvement
313
Moral and religious agencies
315
College regulations
316
All power lodged with the Colleges
317
Peculiarities of the Cambridge Reform
319
Importance of the change in the mode of Electing the Proctors
320
Evil spirit or incapacity retarding all improvement at Oxford
321
In neither of the Universities were the fruits propor tionate to expectation
323
Testimony of Anthony Wood against the state of Ox ford
325
Moral and intellectual influence of the Court on the Universities
327
Influence of the Nation at large and especially of the Metropolis on the Universities
329
Reciprocal influence between the Inns of Court and the Universities
331
Evil influence of the Gentry upon the Universities
333
Evidence concerning the Domestic Education of the Gentry
335
Mutual action between the Universities on one side and the Schools and the Church on the other
337
Cultivation of Law at the Universities
343
Medical Study at the Universities
344
Effect on the Universities of the London College of Physicians
345
State of Mental Philosophy at the Universities
347

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Page 240 - From his cradle He was a scholar, and a ripe and good one ; Exceeding wise, fair spoken, and persuading : Lofty and sour to them that loved him not ; But, to those men that sought him, sweet as summer And though he were unsatisfied in getting, (Which was a sin,) yet in bestowing, madam, He was most princely : Ever witness for him Those twins of learning, that he raised in you, Ipswich and Oxford...
Page 182 - A CLERK ther was of Oxenford also, That un-to logik hadde longe y-go. As lene was his hors as is a rake, And he nas nat right fat, I undertake; But loked holwe, and ther-to soberly.
Page 240 - His overthrow heaped happiness upon him ; For then, and not till then, he felt himself, And found the blessedness of being little; And, to add greater honors to his age Than man could give him, he died fearing God.
Page 337 - Whiles his young master lieth o'er his head. Second, that he do on no default Ever presume to sit above the salt.
Page 336 - It may be hence it is, that their dogges are able to make syllogismes in the fielde, when their young masters can conclude nothing at home, if occasion of argument or discourse be offered at the table.
Page 194 - The boar's head in hand bear I, Bedecked with bays and rosemary; And I pray you, my masters, be merry, Quot estis in convivio. Caput apri defero Reddens laudes domino.
Page 337 - Second, that he do on no default Ever presume to sit above the salt. Third, that he never change his trencher twice. Fourth, that he use all common courtesies, Sit bare at meals, and one half rise and wait. Last, that he never his young master beat But he must ask his mother to define How many jerks she would his breech should line. All these observed, he could contented be To give five marks and winter livery.
Page 182 - That unto logik hadde long ygo. As lene was his hors as is a rake. And he was not right fat, I undertake ; But looked holwe* and thereto soberlye.
Page 183 - On bokes and on lerning he it spente, And besily gan for the soules praie Of hem, that yave him wherwith to scolaie. Of studie toke he moste cure and hede. Not a word spake he more than was nede ; And that was said in forme and reverence, And short and quike, and ful of high sentence. Souning in moral vertue was his speche, And gladly wolde he lerne, and gladly teche.
Page 163 - ... flocked to the great fountains of learning to satisfy the thirst for knowledge, and prepare for the various stations which intelligent society should offer. The institution, however, met with reverses, and so lost its popularity, that AD 1438, it was said, " out of so many thousand students reputed to have been here at a former time, not one thousand now remains to...